For this reflection, use the Artifact Analysis/Reflection page in our shared Evernote notebook and your phone/ipad camera to capture a photo of a student's complete worksheet, analyze the worksheet and the student's answers, and reflect on what the student has learned from the class activity.
Students worked on a "dragon genetics" activity. This activity involved all students. Students were asked to randomly pick an "egg or sperm" out of a box of which had a number on it. Students found the student with the matching egg or sperm and would work with that student throughout the activity. Each gamete was composed of four chromosomes. The students used these chromosomes to determine the genotype and phenotype of the offspring.
Taxonomy of Reflection
Description
Remembering:
What did I want, do, feel, and think?
What did the student(s) want, do, feel, and think?
I led this activity so I was feeling excited. I wanted to
make sure students had a clear understanding of the concepts
needed to complete the activity, so I asked them some basic
questions about what they had learned the day before. When
I told students that they would be making their own baby dragons
they seemed excited and ready to participate.
Understanding:
What was important about it?
For me? For the student(s)? For both of us?
This worksheet focused on the understanding of dominant and
recessive genes, genotypes, and phenotypes. It was important for
students to know that when a dominant gene is present, the dominant
trait will appear in the organism's phenotype. It was important for me to
keep in mind that the students had just been exposed to this vocabulary the
day before, so they were not too familiar with the material.
Applying:
Where can I use this again?
I would use this worksheet in my classroom when introducing general genetics.
Analyzing:
Do I see any patterns in what I did?
Patterns I noticed were that students were mistaking the dragon's phenotype
as just "dominant" or "recessive." Students had trouble differentiating between
this.
Evaluating:
What was effective and what was not effective?
The worksheet itself was mostly effective. I was able to walk around the room
and help students who had trouble. The only thing I would change in this activity
would be the random choosing of egg and sperm. Although this was not a huge deal,
it did cause some confusion within the room.
Creating:
What could I do next?
I could take this activity one step further and use the "baby dragon" aspect as a
motivator for students before introducing material since the students really seemed
to respond to the idea. I could also use the activity for future genetics lessons
and have students work in groups to use their baby dragon genotypes to perform genetic
crosses.
Students worked on a "dragon genetics" activity. This activity involved all students. Students were asked to randomly pick an "egg or sperm" out of a box of which had a number on it. Students found the student with the matching egg or sperm and would work with that student throughout the activity. Each gamete was composed of four chromosomes. The students used these chromosomes to determine the genotype and phenotype of the offspring.
What did I want, do, feel, and think?
What did the student(s) want, do, feel, and think?
make sure students had a clear understanding of the concepts
needed to complete the activity, so I asked them some basic
questions about what they had learned the day before. When
I told students that they would be making their own baby dragons
they seemed excited and ready to participate.
What was important about it?
For me? For the student(s)? For both of us?
recessive genes, genotypes, and phenotypes. It was important for
students to know that when a dominant gene is present, the dominant
trait will appear in the organism's phenotype. It was important for me to
keep in mind that the students had just been exposed to this vocabulary the
day before, so they were not too familiar with the material.
Where can I use this again?
Do I see any patterns in what I did?
as just "dominant" or "recessive." Students had trouble differentiating between
this.
What was effective and what was not effective?
and help students who had trouble. The only thing I would change in this activity
would be the random choosing of egg and sperm. Although this was not a huge deal,
it did cause some confusion within the room.
What could I do next?
motivator for students before introducing material since the students really seemed
to respond to the idea. I could also use the activity for future genetics lessons
and have students work in groups to use their baby dragon genotypes to perform genetic
crosses.